Electronic gambling engagement and psychosocial outcomes among students at the University of Ibadan, Nigeria: a theory of planned behavior perspective.

BACKGROUND AND AIMS: The proliferation of electronic gambling in Nigeria presents a significant public health concern among youths facing economic adversity. This study applied the Theory of Planned Behavior (TPB) to investigate the socio-cognitive drivers and self-reported psychosocial consequences of electronic gambling engagement among students at the University of Ibadan. Electronic gambling is defined here as any gambling activity conducted through electronic devices, including mobile phones, laptops, and computers, encompassing mobile sports betting applications, web-based casino platforms, and online poker.

METHODS

A descriptive cross-sectional survey design was employed. Data were collected from 403 undergraduate and postgraduate students at the University of Ibadan using stratified random sampling and a structured self-administered questionnaire adapted from validated instruments. Analyses included descriptive statistics, scale reliability assessment, and binary logistic regression.

RESULTS

The lifetime prevalence of electronic gambling was 49.6%. Positive attitudes toward gambling, subjective norms involving peer approval, and perceived behavioral control were all significant predictors of gambling engagement (p < .001). Economic hardship was the strongest predictor in the model (OR = 3.06). Among participants who reported gambling, 50.9% reported increased stress and anxiety, 48.6% reported financial strain, and 42.6% reported negative academic consequences.

PRACTICAL IMPLICATIONS: University health and counseling services should integrate validated gambling screening tools into routine student health assessments. Interventions should address both the economic motivations and the cognitive distortions sustaining gambling engagement. Prevention campaigns should target the specific TPB constructs validated in this study. Institutional policy must also address the structural driver of economic hardship through expanded work-study programs and student financial support initiatives.